Students will research the struggle for equality experienced by minorities during 1960s America and create a visual presentation of that research.
Objectives
HSCE's:
8.3.1
Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle
for civil rights by African Americans including:
Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)
resistance to Civil Rights (National Geography Standard 6, p. 195) (National Geography Standard 10, p. 203)
communication
collaboration
problem solving
creativity & innovation
critical thinking
decision making
reflection
global awareness
Tasks:
1) Students will be paired by teacher and choose a subtopic of the Civil Rights movement that will help answer, "how did this person, group, event impact the fight for civil rights?"
2) Students will use textbook to get a general idea of their chosen topic's connection to the Civil Rights Movement.
3) Students will be given one class period to collect data, 1 primary and 2 secondary sources minimum to include in their evidence
4) Students will use one class period to outline/create script for the narrative portion of their presentation
5) Students will use two class periods to use media center to complete their visual presentations
Personalization/Differentiation
Students will be given several choices to create the visual presentation of their research including:
-Photo Story
-IMovie
-Real Movie Maker
-Glogster
Struggling students will be provided with:
- guided script/outline to follow
- addtional time and support in the media center
- pairing with a stronger student
ESL students will be provided with:
- a guided script/outline with sentence stems
- additional time and support in the media center
- pairing with a native English language speaker
Real-World Connection
1) Students will be able to appreciate the sacrifices made by minorities to achieve equality. Students participating in this project have diverse cultural backgrounds and it is imperative for them to understand the history of the freedoms they now enjoy.
2) Students will gain experience with pulling evidence through research and presenting the evidence creatively
3) Students will attend the "Freedom Summer" project held at the Arab American Museum. They will listen to participants of the Freedom Summer share their experiences and answer any follow up questions.
4) Students work will be displayed on the teacher's blog which is opened to the public.
Assessment:
Students will be assessed using rubrics categorized by research, creativity, effort, relevancy, and time management. Students will also peer review each other using the same rubric and providing constructive feedback. Students will also be given an opportunity to readjust presentation using feedback.
Resources:
Students will need:
-accessability to computers, at home or via time in the school media center
-Digital software to create presentations
-Research materials, both primary and secondary sources
Examples:
Links to teacher or student examples.
Reflection:
Reflect on the experience with specific details about the instructional outcome, pedagogy, tool effectiveness,
and student engagement. Include any student feedback about the activity.
Put a Short Activity/Lesson/Project Title Here
8.3.1
Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle
for civil rights by African Americans including:
2) Students will use textbook to get a general idea of their chosen topic's connection to the Civil Rights Movement.
3) Students will be given one class period to collect data, 1 primary and 2 secondary sources minimum to include in their evidence
4) Students will use one class period to outline/create script for the narrative portion of their presentation
5) Students will use two class periods to use media center to complete their visual presentations
-Photo Story
-IMovie
-Real Movie Maker
-Glogster
Struggling students will be provided with:
- guided script/outline to follow
- addtional time and support in the media center
- pairing with a stronger student
ESL students will be provided with:
- a guided script/outline with sentence stems
- additional time and support in the media center
- pairing with a native English language speaker
2) Students will gain experience with pulling evidence through research and presenting the evidence creatively
3) Students will attend the "Freedom Summer" project held at the Arab American Museum. They will listen to participants of the Freedom Summer share their experiences and answer any follow up questions.
4) Students work will be displayed on the teacher's blog which is opened to the public.
-accessability to computers, at home or via time in the school media center
-Digital software to create presentations
-Research materials, both primary and secondary sources
and student engagement. Include any student feedback about the activity.